As the quarter progressed, these ten weeks into the course, writing 39C had taught me a lot about the true meaning of Rhetoric and Research. Earlier, in this course, I acknowledged that “Rhetoric” is the art of persuasion that is endeavored by the human beings to persuade individuals with their words. Moreover, as I acquired additional information about the research and rhetoric in this course, I also identified that rhetoric is always around us, but most of the time we do not happen to see it. We are always already in the rhetorical situation which we have used the rhetoric since the day we start living our first moment of our life. There is always someone who is trying to persuade us in some way. After few weeks of learning “what rhetoric …show more content…
defines” in this class? I was also able to analyze the two most important rhetorical branches such as Deliberative Rhetoric and Judicial Rhetoric. After I have learned “How did we get here” in the Historical Conversations project, I was able to recognize what Judicial Rhetoric means. I learned that Judicial Rhetoric is a rhetoric that mainly deals with the past, where it mainly pursues to initiate what happened, how it happened, and why it happened, and whether the person who was blame were as responsible in terms of moral law. After two to three weeks of learning what judicial rhetoric means in the Historical Conversations Project, in the intervening time, I also learned that in the Advocacy Project “where do we go from here” to the solve the problem that we have found in the past. I learned Deliberative Rhetoric is a rhetoric that is associated with the future where we decided whether we should act on it or not to act. Moreover, it’s the rhetoric that is also used to persuade somebody to believe something or convince someone to do something on the principle of the planned way. Before even I entered this class, I used to think that “Research” is define as the activity of getting new information about a subject, which can be done through google easily, but I did not know that “Research” in this class is defined very differently. In this course, I learned that research is not something about finding new information on google, it is what we really consider is appropriate of our topic. Moreover, writing a research like the Historical Conversations Project, and the Advocacy Project, our job is about informing about our subject, is not about becoming an expert in it, but in the research we look for the experts and their integrity on the topic, and try to evaluate their argument in our papers.
Hence, this technique has helped me a lot to become a proficient writer, which really assisted me to understand and care about the real world issues; how there are so many problems in the world that yet not have been solved. After continuation of some extra research on my topic, reflection, and different exercises on The New Jim Crow by Michelle Alexander novel, I was finally able to understand that I want to learn more about the topic on prison sentences which led me to research about my topic broadly, helped me select those sources that interested me a lot and helped me to develop more as a writer. A main purpose of this e-portfolio is to demonstrate four different areas such as my Composing Process, Rhetoric, Argumentation, and Multi-modal Communication Process through two different projects, Revision Process with multiple drafts, and additional resources that I used outside the class time and Transfer Process, how this course has helped and shaped me become a writer that I am
today.
In 102 Minutes, Chapter 7, authors Dwyer and Flynn use ethos, logos, and pathos to appeal to the readers’ consciences, minds and hearts regarding what happened to the people inside the Twin Towers on 9/11. Of particular interest are the following uses of the three appeals.
Heinrichs begins by explaining the art of rhetoric and laying out the basic tools of argument. He emphasizes the importance of using the proper tense to avoid arguing the wrong issue. Furthermore, he introduces logos, ethos and pathos and shows how to “wield” each rhetorical tool. In Part 2, Heinrichs discusses common logical fallacies as well as rhetorical fouls. He remarks rhetoric’s single rule of never arguing the inarguable and demonstrates how ethos helps to know whom to trust. In Part 3, Kairos becomes an important tool for knowing the right time to persuade one’s audience. In Part 4 of the novel, the author provides examples of how to use rhetorical tools previously introduced in the
In the story, What is Rhetoric by William Covino and David Jolliffe, there are a wide variety of topics discussed that are inextricably interwoven with the concept “rhetoric.” Rhetoric, as defined by the authors, is “the study and practice of shaping content.” Consequently, my first thought was: Ok, this is a rather broad and opaque description; my successive thought, however, was one of astonishment, inasmuch as the authors went on to further elucidated this jargon. In doing so, the authors distilled the most crucial elements of what is rhetoric— the prevalence of discourse community, and how appealing language is often a precursor to persuasion.
The author’s main argument in “Rhetoric: Making Sense of Human Interaction and Meaning-Making” is that rhetoric does not need to be complicated if writers incorporate certain elements to their writing. Downs further analyzed the elements that contribute to rhetoric such as symbols and signals, motivation, emotion, ecology, reasoning and identification. The author emphasized that writers can learn how to deliver their writing effectively once they are more aware on how rhetoric works. Downs constantly assures that rhetoric is quite simple and does not need to provoke fuzziness. Even though the term rhetorical is applied to everything, the author of the article made it clear that the “rhetorical” thing is situated. The example provided by the author in this article, further guides our understanding on what rhetoric
Throughout his preface of the book titled Why We Can’t Wait, which entails the unfair social conditions of faultless African Americans, Martin Luther King employs a sympathetic allegory, knowledge of the kids, and a change in tone to prevail the imposed injustice that is deeply rooted in the society—one founded on an “all men are created equal” basis—and to evoke America to take action.
In the book Into the Wild, Jon Krakauer wrote about Christopher McCandless, a nature lover in search for independence, in a mysterious and hopeful experience. Even though Krakauer tells us McCandless was going to die from the beginning, he still gave him a chance for survival. As a reader I wanted McCandless to survive. In Into the Wild, Krakauer gave McCandless a unique perspective. He was a smart and unique person that wanted to be completely free from society. Krakauer included comments from people that said McCandless was crazy, and his death was his own mistake. However, Krakauer is able to make him seem like a brave person. The connections between other hikers and himself helped in the explanation of McCandless’s rational actions. Krakauer is able to make McCandless look like a normal person, but unique from this generation. In order for Krakauer to make Christopher McCandless not look like a crazy person, but a special person, I will analyze the persuading style that Krakauer used in Into the Wild that made us believe McCandless was a regular young adult.
“A Modest Proposal” was written in 1729 by a satirical author by the name of Jonathan Swift. Swift studied at the University of Oxford and was also know for his popular writing in Gulliver’s Travel. The purpose for his satire “A Modest Proposal” was to enlighten the citizens of Ireland about their hardship and suffering. He informed them about their scares of food, money, and property, but provided a possible solution to their problem. To persuade the people Swift adopts a comforting and friendly tone to his audience for the people to react to his solution.
The author begins his argument by retelling the story of his youth to build his ethos but the results are poor as it presents more questions on how he is a credible source on this argument as his only evidence is his own story. However, through the same means his pathos is built as his anecdote conveys feelings in the audience, making them more willing to listen. Graff finally, gives a call to action to schools to use students’ interests to develop their skills in rhetoric and analysis, which reveals the logic behind his argument. The topic about how students are taught rhetoric and analysis brings interest but with an average argument only built on pathos, a low amount of logos, and questionable ethos it can fall on deaf
...o engage in destructive rhetoric are held to task, rhetoric cannot simply be attributed to some state of affairs, while the rhetorician from whose lips the rhetoric emerges is held to no ethical standard. Certainly it is conceivable that rhetoric can have destructive consequences. Rhetoric seems to have played a central role in the deterioration of people’s faith in their systems of government, or the electoral process by which they choose their representatives. A view of rhetoric in which the rhetorician is accountable for the effects of the change they inflict upon the world could lead to less destructive rhetoric and a society which operates on the solid ground of personal responsibility.
The art of rhetoric is an essential and prevalent tool in various aspects of past, present, and future societies. Aristotle lets “rhetoric be [defined as] an ability, in each [particular] case, to see the available means of persuasion” (Aristotle, 115). Rhetoric, when used accurately, allows a speaker to be inspirational, captivating, and thought-provoking. However, the results of correctly using rhetoric can be negative or positive, for example the horrendous aftermath of Hitler’s use of rhetoric when convincing a whole half continent that race extermination is permissible. Gorgias of Leontini’s Encomium of Helen demonstrates a clear application of rhetoric during his pursuit of riding Helen of Troy of her ill reputation. I will elaborate
The question of what is rhetoric and what does it do has been a question since stories were even being recorded. However, now there are multiply different scholars who believe that they understand what rhetoric is and how to use it. For someone to use rhetoric correctly they must first have a definition of rhetoric that either they have made to fit themselves or they find a previous definition that suits them. In order for me to become an improved rhetor and be able to rhetorical discuss and evaluate pieces of literature or speeches like General Douglas MacArthur’s Farewell address, I must first define rhetoric in how I understand it. Rhetoric is the art of persuasive speaking aimed to sway your audience in a direction that has been chosen by the rhetor. The way in which a citizen uses rhetoric can change over time. The need to argue the same problem is invalid so the need to use the same rhetorical situations is invalid. You can use rhetoric in a multitude of different areas within our life however; we must choose to use it for good or for evil. In order for rhetoric to still be used in speech today one of two things must be true. There must either be a Truth in life and rhetoric or the more likely choice, that rhetoric changes throughout time and situations. You are not trying to change someone’s mind about something however; you are trying to convince them that you are also correct. I will be using multiple pieces of works that are defining rhetoric to support my definition and finish by evaluating General Douglas MacArthur’s Farewell Address using my definition of rhetoric.
Briefcases: Steps toward Rhetorical Analysis”, she discusses the nature of rhetorical analysis, how it affects our everyday lives and explains the role context plays. Aristotle’s mode of persuasion: Logos, Pathos and Ethos are all components often used to persuade an audience. Logos appeal to logic or stating the facts, Pathos taps into your emotions and Ethos demonstrates the presenter’s credibility. Determining which appeal was used will assist you in having a clear understanding if you should buy into the idea, product etc. Every day we perform some type of analysis, whether we are aware of this or not.
Looking back at my rhetorical analysis in writing 150, to sum it up, it was horrendous. It became exceedingly obvious that I had skipped the prewriting step. Forgoing this step caused choppy sentences, multiple grammatical errors, and horrendous flow. The rough draft ended up looking like a collection of jumbled up words. The first attempted felt so bad, I started over entirely. After the review in class, I used the examples to focus my ideas and build off what other people had done. For example, the review helped me to clarify my knowledge and use of Kairos. Once done, it was peer reviewed by my group again. All the other group members commented that I had good ideas, but bad flow and grammatical errors. After revising their respective points and
Rhetoric is the art of effective speaking or writing, and persuasion. Most people use rhetoric numerous of times in their everyday life without their concern or knowing.
discussed the rhetorical skills in the writing styles and analysis. The main components of this learning was to be able to differentiate and understand the ethos, logos, and pathos appeals associated with the particular feeling and help develop understanding. Using the ethos, logos, and pathos appeals the writers and speakers can convince their readers to some image or understanding regarding the group or association. Every one of us is associated with different discourse communities that have different specialties and meaning. Everyone must have to learn the ways the communities interact with their members and how the communities understand a person from outside the community. Being outside from the community there is need to learn regarding